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How family shapes personality
Individual identity shaped by language
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My Cultural-Linguistic Heritage The influence of our inherited cultural and linguistic heritage is perhaps less influential than the cultural and linguistic characteristics of the society we live in. The societal forces of our personal micro-environments largely impact who we are, how we see ourselves, and how we speak. My ancestors are of European descent, mostly German, Irish, and English on both sides of my family. My mother’s English ancestors are reported to have arrived in Virginia in the early 1600s. Remaining ancestors are said to have immigrated at various times prior to the 20th century. English is the only language spoken in my family for many generations; the last German-speaking or Irish speaking ancestors are unknown. My mother was born and raised in Northern Virginia near Washington DC, but has lived in California for over three decades. Her family remained in Virginia. My father is a native Californian who spent his entire life in the Monterey/Salinas area. Neither of my parents has any detectable regional accent. I was raised in Salinas, California, a central California city whose population is largely Hispanic and whose main industry is agriculture. My childhood friends were somewhat racially and ethnically diverse, but I realize now that relatively few were Hispanic. It was not a conscious choice or overt discrimination by me or my parents, but more likely an outgrowth of the tendency to fraternize with people from ‘my part of town,’ which was South Salinas. South Salinas is both the most affluent and Anglo of the Salinas’s areas, with residents largely from upper-middle class households residing in older, established neighborhoods. The majority of Hispanics lived in East or North Salinas. The geographic a... ... middle of paper ... ...ever-present- all-purpose word “like” used wherever it may expeditiously serve. I never studied Spanish and learned only a few common Spanish words despite my upbringing in Salinas. I studied French in high school, but I failed to become even modestly proficient in the language, and have retained little of what I learned of French. I’m not sure why I chose to study French, but I think it was because it represented refined culture and a world far removed from Salinas. How we speak clearly reveals much about our lives and the immediate society and culture that around us. From my examination of my family’s cultural and linguistic heritage, it seems to me that non-family environment and our peers have the greatest impact on our identities and our linguistic acquisition. It’s therefore not surprising that heritage languages are so rapidly lost by subsequent generations.
“Standard English was imposed on children of immigrant parents, then the children were separated from native English speakers, then the children were labeled “inferior” and “ignorant” (Hughes 70) because they could not speak Standard English. In addition to feeling inferior about their second language skills, these students also felt inadequate in regard to speaking their own mother tongues” (qtd in Kanae)
As Rodriguez is looking back at the rise of his “public identity”, he realizes that “the loss implies the gain” (Rodriguez 35). He believes that losing a part of who you (such as your “mother tongue” is permitted since
Mario T. Garcia is currently a professor at the University of California, Santa Barbara. The majority, if not all, of his works had to do with Chicanos related topics in different areas. Thanks to his research through his career, he had gain experience and m...
Los Angeles was the place to find work if laboring was all you knew. Not speaking a word of English, but able to labor in the fields of California's various crops, Mexican immigrants flocked to Los Angeles. Los Angeles quickly became a Mecca for Mexicans wishing to partake of the American dream establishing themselves and creating families. The American dream, however, became just a dream as harsh unequal assessments by white Americans placed Mexican-Americans at the bottom of the social, economic, and political ladders. Whites believed that Mexican immigrants and Mexican-Americans had no place in their society: a place shared by many minorities (Del Castillo 7). Mexican immigrants and Mexican Americans in Los Angeles were at a great disadvantage despite their great numbers. No representation existed for the minorities.
Since the 1960’s, Latino communities have experienced the implicit and explicit effects of racism through various social institutio...
Richard Rodriguez offers an alternate yet equally profound truth: While our heritage and culture may remain forever tied to and expressed in our native or "home" language, only through the dominant language of our country (English in most cases) can we achieve a place in society that gives us a feeling that we belong amongst everyone else. The only way we can truly become a part of our community and fit in is to dominate the current spoken language. In the United States, the dominant language is Standard English. In this excerpt from "Aria," a chapter in his autobiography entitled "Hunger of Memory": The Education of Richard Rodriguez, Rodriguez discusses public and private languages, and agrees that his achievements in English separated him from his Spanish family and culture but also brought him "the belief, the calming assurance that [he] belonged in public." We as human beings want to feel we belong. We search for that place in society where we are most comfortable all our lives. One should consider the benefits of mastering the dominant language of the society they live in, but should also take into account the harm of taking your native language for granted. I will attempt to explore both of these considerations and examine Rodriguez place in life now, by stating the facts of who is now by the childhood decisions that were made.
Clutter, Ann W., and Ruben D. Nieto. "Understanding the Hispanic Culture." Osu.edu. Ohio State University. Web. 20 Nov. 2011. .
When compared to other countries, the United States may be considered as a relatively new country. In the 1800’s, there were many waves of immigration from countries in Europe. Many immigrated due to better economic opportunities and other groups sought religious freedom. Along with those waves, the immigrants’ languages were also brought and spread. One of the languages among them is French. French descends from Latin, which descends from Italic, and belongs to the Indo-European language family. Although this language comes from France, the heritage language is commonly spoken today throughout the US, with many speakers residing within California. Ultimately, I based my decision to research this diasporic language on the sources I found, the US Census, a book by Adrian Battye and the Modern Language Association. I found it interesting how, in California, we find French speakers concentrated in major cities. Although not as widespread as Spanish, French has a fair amount of speakers and there is plenty of information on this language.
Kanellos, Nicolás, Felix M- Padilla, and Claudio Esteva Fabregat, eds. Handbook of Hispanic Cultures in the United States: Sociology. Houston: Arte Publico Press, 1994. Print.
Another difficulty cultures deal with is language and the way people speak. In some cases, people struggle to belong by making changes in the way they speak the English language just to be assimilated. They attempt to use words and letters, as well as body language that fit in the norm; all in an attempt to denounce their original intonation and style of pronunciation. One ...
Language shift, or language attrition, was a feature to a Darwinian evolution in which less complex and adaptable languages, like Creole, died and the more advanced and fittest languages, like English, survived (Carlisle, 2010). Modern linguistics challenges that it is not accurate to focus on the attrition of a language based on its structure, without looking at the social factors involved. There is very little to no development of Louisiana Creole and the reason for this is because of the restricted access to the language, through education and/or everyday interactions (Carlisle, 2010). As of today, there is no evidence of children growing up that speak Louisiana Creole French as their first language. It’s unlikely to find a fluent speaker below the age of 60. The 60-year-old-and-over generation learned the language when they were young, but after having to renounce the language in school, they only taught their children English. They came to appreciate the cultural impact of their abandonment of Louisiana Creole French in the 1960s. They then began to speak the language to their grandchildren (Audisio and Burke, 1988). For those few speakers below the age of 60, “they would be called ‘near-passive bilinguals.’ They may know many words and expressions but cannot construct or manipulate full sentences” (Brown, 1993). Current speakers speak English as well as or even better than
The humble beginnings of Los Angeles only further emphasize the uniqueness of the construction of the community. Los Angeles morphed from a pueblo into a major metropolis overnight. In the county of Los Angeles, a population of 101,000 people in 1890 soared to a roaring 2.2 million by 1930 (Villa 37-38). These immigrants were overwhelmingly Anglo, a stark juxtaposition to the previous majority of Mexican-Americans. From the moment of their arrival, this new majority began to create a new community. To understand this new community, one must use a socio-geog...
Language also changes easy whenever speakers come into contact with each other. No two individuals speak identically: people from different geographical places clearly speak differently, but even within the same small community there are variations according to a speaker’s age, gender, social and educational background. Through our interactions with these different
Language acquisition is perhaps one of the most debated issues of human development. Various theories and approaches have emerged over the years to study and analyse this developmental process. One factor contributing to the differing theories is the debate between nature v’s nurture. A question commonly asked is: Do humans a...
Language has oral, written and non-verbal aspects, that can be seen and heard, and which are socially and culturally influenced. Although languages have common features, these social and cultural influences also create great diversity among languages and varieties, often leading to a perception that some varieties have greater value or status. In addition, social and cultural context play a large role in meaning-making. Children develop language as a result of social and cultural interactions, based on a growing awareness of the functions of language, and how language can be used. This understanding of the different types and uses of language increases as children experience language outside of the home. As their understanding of these different roles of language grows, children gain the ability to select and use the appropriate language for a particular context or